Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23588
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dc.contributor.authorZhu, Qiyunen
dc.contributor.authorTo, Jessicaen
dc.date.accessioned2022-01-14T08:37:30Z-
dc.date.available2022-01-14T08:37:30Z-
dc.date.issued2021-
dc.identifier.citationZhu, Q., & To, J. (2021). Proactive receiver roles in peer feedback dialogue: Facilitating receivers' self-regulation and co-regulating providers' learning. Assessment & Evaluation in Higher Education. Advance online publication. https://doi.org/10.1080/02602938.2021.2017403en
dc.identifier.issn0260-2938 (print)-
dc.identifier.issn1469-297X (online)-
dc.identifier.urihttp://hdl.handle.net/10497/23588-
dc.description.abstractUnderstanding the proactive roles of receivers in peer feedback processes is crucial because proactive recipience carries great potential in enhancing the effectiveness of feedback and supporting self-regulated (SRL) and co-regulated learning (CoRL). However, receiver’s proactivity has been insufficiently explored and the field lacks a clear understanding of how peer feedback receivers could aid academic self-regulation and co-regulation. This study unpacks the black box through examining different receiver roles in peer feedback dialogue and receiver-triggered SRL and CoRL behaviours in an undergraduate writing course for first-year English majors in China. Data were collected through audio-taped peer feedback dialogue, stimulated recall interviews and journals. Findings revealed a variety of increasingly active receiver roles: respondent, verifier, explicator, negotiator, seeker and generator. Assuming these roles, receivers not only regulated their own learning by self-monitoring works, evaluating the quality of received comments and co-producing feedback but also improved feedback providers’ writing and evaluative skills. The study challenges the stereotypical image of passive receivers and argues that receiver proactivity could turn peer feedback into a mutually beneficial learning activity for receivers and providers. Implications for developing receiver proactivity are discussed.en
dc.language.isoenen
dc.relation.ispartofAssessment & Evaluation in Higher Educationen
dc.titleProactive receiver roles in peer feedback dialogue: Facilitating receivers' self-regulation and co-regulating providers' learningen
dc.typeArticleen
dc.description.versionAccepted versionen
dc.identifier.doi10.1080/02602938.2021.2017403-
dc.grant.fundingagencyGuangdong University of Foreign Studies, Chinaen
dc.subject.keywordDialogic peer feedbacken
dc.subject.keywordReceiver roleen
dc.subject.keywordSelf-regulated learningen
dc.subject.keywordCo-regulated learningen
item.languageiso639-1en-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextEmbargo_20230701-
item.openairetypeArticle-
item.cerifentitytypePublications-
item.fulltextWith file-
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